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A DisCrit Critique of Practices for Youth with or at Risk of Emotional and Behavioral Disorders

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Bibliographic Details
Title: A DisCrit Critique of Practices for Youth with or at Risk of Emotional and Behavioral Disorders
Language: English
Authors: Christopher T. H. Liang (ORCID 0000-0003-1126-3597), Sarah A. Rosati, Matthew Fluharty, Rachel Gabrilowitz, Devon Carter, Vivian Mui, Lee Kern, Jennifer Freeman
Source: Journal of Emotional and Behavioral Disorders. 2024 32(1):36-46.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2024
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A200097
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Emotional Disturbances, Behavior Disorders, At Risk Persons, Minority Groups, Social Bias, Racism, Attitudes toward Disabilities, Students with Disabilities, Labeling (of Persons), Critical Race Theory, Evaluation Methods, Screening Tests, Zero Tolerance Policy, Suspension, Punishment, Special Education, Student Rights, Educational Legislation, Equal Education, Federal Legislation
Laws, Policies and Program Identifiers: Individuals with Disabilities Education Act
DOI: 10.1177/10634266221141064
ISSN: 1063-4266
1538-4799
Abstract: Disproportionality persists with regard to the labeling of students with emotional and behavioral disorders (EBD). A blending of critical race theory and disability studies, or DisCrit, provides a framework to examine disproportionality. In this article, a DisCrit mindset is applied to examine how racism and ableism intersect to disproportionately marginalize children of color. A critique of assessment practices, as well as the EBD definition, from a DisCrit perspective is offered to strengthen approaches for equity. We end with recommendations for educational practices and policies and suggest areas for future research.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2024
Accession Number: EJ1414764
Database: ERIC
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Description
Abstract:Disproportionality persists with regard to the labeling of students with emotional and behavioral disorders (EBD). A blending of critical race theory and disability studies, or DisCrit, provides a framework to examine disproportionality. In this article, a DisCrit mindset is applied to examine how racism and ableism intersect to disproportionately marginalize children of color. A critique of assessment practices, as well as the EBD definition, from a DisCrit perspective is offered to strengthen approaches for equity. We end with recommendations for educational practices and policies and suggest areas for future research.
ISSN:1063-4266
1538-4799
DOI:10.1177/10634266221141064